Sociology BA (Hons)

Key information


sscp-1

Module details

Due to the impact of COVID-19 we're changing how the course is delivered.

Programme Year One

In Year One, students will be introduced to the classic works of Marx, Weber and Durkheim before exploring a range of 20th century social theorists, thus laying a strong foundation for future study. On the practical side, there are two linked modules [Social change and Social policy in contemporary society I and II], which look at issues such as the family, social class, gender and ‘race’. A further introductory module, Studying society, looks at the use of social science research methods and ensures that by the second year all students are fully acquainted with all the skills they need to progress in their studies.

Year One Compulsory Modules

  • Controlling Crime - An Introduction (SOCI108)
    Level1
    Credit level15
    SemesterSecond Semester
    Exam:Coursework weighting0:100
    Aims

    To provide an introduction to the main institutions of criminal justice To explore and reflect critically on key concepts and debates about criminal justice responses to crime and victimisation To raise awareness about how crime and victimisation are constructed in by agents and practices of crime control   An appreciation of the range of responses to crime and deviance and an ability to interpret the values and practices of the agencies which administer them.

    Learning Outcomes

    (LO1) Familiarity with key institutions of the criminal justice system, their roles and context (historical/social).

    (LO2) An understanding of relevant criminal justice concepts, debates and approaches and be able to employ these to reflect critically on criminal justice institutions.

    (LO3) Discuss the social and historical origins and development of the main institutions of crime and justice alongside new and emergent forms of crime control including the police, courts, and policy measures.

    (LO4) Critically evaluate how contemporary and alternative criminological and sociological theories can explain distinct modes of enquiry such as offending, deviance, and victimisation and the ways in which these are socially constructed and contested terms.

    (S1) Identify, summarise and comment upon different ways of approaching criminal justice subject matter.

    (S2) Outline key strengths and weaknesses of criminal justice concepts, theories and evidence

    (S3) Organise and articulate ideas/arguments both in the assessed essay and in informed contributions to discussions about the criminal justice system.

    (S4) Critical thinking and problem solving - Critical analysis

    (S5) Communication (oral, written and visual) - Academic writing (inc. referencing skills)

  • Introduction to Crime and Society (SOCI107)
    Level1
    Credit level15
    SemesterFirst Semester
    Exam:Coursework weighting0:100
    Aims

    To provide an introduction to sociological criminology To introduce concepts and frameworks through which the nature, extent and ‘causes’ of crime have been conceptualised To consider how crime is constructed, perceived and responded to within society To explore the inter-relationships between crime, social problems and their context

    Learning Outcomes

    (LO1) Explain how crime is constructed as a social problem.

    (LO2) Discuss some of the main ways in which sociologists and academic criminologists have sought to explain ‘crime’.

    (LO3) Distinguish the approaches taken by sociological criminologists and compare them to other approaches (such as common-sense).

    (LO4) Comment on the relationship between theories of crime and popular, media and/or policy-responses.

    (LO5) Situate discussions of crime and criminalisation within an understanding of social divisions in contemporary society.

    (S1) Identify, summarise and comment upon different ways of approaching subject matter in a criminological fashion.

    (S2) Outline key strengths and weaknesses of criminological concepts, theories and evidence.

    (S3) Critical thinking and problem solving - Critical analysis

    (S4) Critical thinking and problem solving - Synthesis

    (S5) Communication (oral, written and visual) - Academic writing (inc. referencing skills)

  • Social Change and Social Policy in Contemporary Society 1 (SOCI102)
    Level1
    Credit level15
    SemesterFirst Semester
    Exam:Coursework weighting0:100
    Aims

    - Encourages you to think about history in sociological terms, particularly about the ways in which an understanding of the past can help to illuminate the present.

    - Provides you with an appreciation of continuity and change in social life in Britain, with an emphasis, inter alia, on politics, social policy, the economy, family life, and social and cultural relations.

    - Provides you with an understanding of how different social scientists have studied, described and explained these processes of continuity and change in various areas of social life.

    - Provides you with a way of putting wider processes of continuity and change in social, cultural, political and historical context.

    - Provides you with a foundation of theories, concepts and knowledge for study at the second and third years.

    Learning Outcomes

    (LO1) Encourages you to describe processes of social continuity and change over time in various areas of social life from a sociological perspective.

    (LO2) Encourages you to think critically about what we gain by investigating the links between the present and the past.

    (LO3) Encourages you to apply and evaluate sociological theories and concepts in relation to various conceptual, methodological and empirical issues surrounding the question of history and the analysis of social change in various areas of social life.

    (LO4) Supports the transition to modules in the second year with knowledge and understanding of key events and debates  in social, political and economic life.

    (S1) The capacity to think sociologically about various aspects of British life in historical perspective.

    (S2) The capacity to draw on theories, concepts and evidence in support of arguments and analyses.

    (S3) The capacity to critically evaluate theories, concepts and evidence used in support of others' arguments and analyses.

    (S4) Study skills: including note-taking, presenting arguments and critical thinking.

  • Social Change and Social Policy in Contemporary Society 2: Changing Inequalities (SOCI103)
    Level1
    Credit level15
    SemesterSecond Semester
    Exam:Coursework weighting0:100
    Aims

    - To provide students with an appreciation of the main changes that have taken place in British society since 1945, with a particular emphasis on 'race' and ethnicity, gender and social class.  
    - To provide students with an understanding of how sociologists have studied, described and explained these changes.

    Learning Outcomes

    (LO1) to describe and explain some of the main social changes that have taken place in British society since 1945 by drawing upon sociological studies.

    (LO2) to discuss the inter-relationship between 'race', ethnicity, class and gender and understand the influence of these on society.

    (LO3) to evaluate different sociological concepts and theories and relate these to broader historical, social and political contexts.

    (S1) Communication (oral, written and visual) - Presentation skills - written

    (S2) Communication (oral, written and visual) - Listening skills

    (S3) Time and project management - Personal organisation

    (S4) Critical thinking and problem solving - Critical analysis

    (S5) Information skills - Critical reading

    (S6) Research skills - All Information skills

  • Sociological Theory (SOCI101)
    Level1
    Credit level30
    SemesterWhole Session
    Exam:Coursework weighting0:100
    Aims

    - To introduce key classic and contemporary sociological theories.

    - To give students an appreciation of the relevance of sociological theory in producing knowledge of the social world.

    - To support and guide engagement both with a series of canonical sociological texts and the critiques thereof (and with specific respect to their gendered and ethnocentric nature)

    - To describe and examine a range of key concepts and theoretical approaches within sociology and evaluate their application in differing contexts

    Learning Outcomes

    (LO1) Familiarity with key sociological theories and their inter-relation

    (LO2) An ability to evaluate the respective contribution of specific sociological theories/theorists to the discipline

    (LO3) A capacity to identify and assess the relative merits of sociological theory for the analysis of the social

    (LO4) An appreciation of the complexity and diversity of social life

    (LO5) Competence in using major theoretical perspectives and concepts in sociology, and appreciation of their contribution to knowledge

    (S1) Improving own learning/performance - Reflective practice

    (S2) Information skills - Critical reading

    (S3) Critical thinking and problem solving - Critical analysis

    (S4) Improving own learning/performance - Self-awareness/self-analysis

    (S5) Global citizenship - Cultural awareness

    (S6) Communication (oral, written and visual) - Listening skills

    (S7) Communication (oral, written and visual) - Presentation skills - written

  • Studying Society (SOCI106)
    Level1
    Credit level30
    SemesterWhole Session
    Exam:Coursework weighting0:100
    Aims

    -To introduce students to the field of social enquiry and its proper objects of study

    -To introduce students to the principles and process of social research

    -To introduce students to strategies for finding, accessing and evaluating sources of information

    -To introduce students to basic methods and techniques of data production and analysis

    -To introduce students to basic techniques for presenting and communicating information effectively

    Learning Outcomes

    (LO1) An understanding of the nature of social enquiry and its objects of attention

    (LO2) An understanding of key principles in social research

    (LO3) An understanding of the social research process

    (LO4) An ability to find and access existing sources of information

    (LO5) An ability to critically evaluate sources of information and knowledge claims

    (LO6) An ability to produce and analyse data effectively

    (LO7) An ability to present and communicate information and findings of research in an effective manner

    (S1) Communication (oral, written and visual) - Presentation skills – oral

    (S2) Communication (oral, written and visual) - Presentation skills - written

    (S3) Communication (oral, written and visual) - Listening skills

    (S4) Communication (oral, written and visual) - Following instructions/protocols/procedures

    (S5) Communication (oral, written and visual) - Influencing skills – argumentation

    (S6) Communication (oral, written and visual) - Academic writing (inc. referencing skills)

    (S7) Time and project management - Personal organisation

    (S8) Critical thinking and problem solving - Critical analysis

    (S9) Information accessing - skills used in technology

    (S10) Critical analysis - Critical thinking and problem solving

Programme Year Two

Having established a firm grounding, second year students begin to increase their in-depth understanding of social theory and research methods, and broaden their knowledge of different topics in the discipline through a wide range of options.

Year Two Compulsory Modules

  • Quantitative Social Research Methods (SOCI247)
    Level2
    Credit level15
    SemesterFirst Semester
    Exam:Coursework weighting0:100
    Aims

    - To introduce students to the usage of quantitative data and methods in explaining the social world
    - To encourage students to reflect on the issues raised in attempting to gain reliable knowledge regarding the social world
    - To give students practical experience of working with and appropriately analysing data relevant to their studies
    - To encourage reflection on the strengths and limitations of using quantitative data in the social sciences
    - To prepare students for independent research using a range of quantitative data

    Learning Outcomes

    (LO1) Assess the strengths and limitations of 'real-world' usage of quantitative data

    (LO2) Assess claims made about the nature of the social world based on quantitative data and establish their quality

    (LO3) Produce independent analysis based on a range of quantitative data sources

    (LO4) Appropriately present quantitative data

    (LO5) Use specialist statistical analysis software

    (LO6) Appreciate the range of quantitative data available for social research

    (S1) Communication (oral, written and visual) - Listening skills

    (S2) Communication (oral, written and visual) - Following instructions/protocols/procedures

    (S3) Communication (oral, written and visual) - Communicating for audience

    (S4) Communication (oral, written and visual) - Media analysis

    (S5) Time and project management - Personal organisation

    (S6) Critical thinking and problem solving - Critical analysis

    (S7) Critical thinking and problem solving - Evaluation

    (S8) Information skills - Critical reading

    (S9) Information skills - Evaluation

    (S10) Information skills - Information accessing:[Locating relevant information] [Identifying and evaluating information sources]

    (S11) Skills in using technology - Using common applications (work processing, databases, spreadsheets etc.)

    (S12) Numeracy/computational skills - Confidence/competence in measuring and using numbers

    (S13) Numeracy/computational skills - Numerical methods

  • Qualitative Social Research Methods (SOCI248)
    Level2
    Credit level15
    SemesterSecond Semester
    Exam:Coursework weighting0:100
    Aims

    -  Introduce students to a range of research methods used in sociological research.
    - To give stduents some practical experience of data collection, analysis and presentation.
    - To encourage students to think about the ethical, epistemological and practical considerations of designing a research study and conducting social research.
    - To reflect on the role of the researcher in collecting and generating data.

    Learning Outcomes

    (LO1) Select a research method to inform a particular research area/ research questions.

    (LO2) Analyse and present primary qualitative data.

    (LO3) Consider the ethical implications of their research, and demonstrate a good understanding of situated field ethics.

    (LO4) Reflect critically on their role as a researcher and demonstrate and awareness of the socio-political context of research.

    (S1) Communication (oral, written and visual) - Academic writing (inc. referencing skills)

    (S2) Communication (oral, written and visual) - Presentation skills - written

    (S3) Research skills - Ethical awareness

    (S4) Critical thinking and problem solving - Critical analysis

    (S5) Critical thinking and problem solving - Creative thinking

  • Thinking Sociologically: Approaches to Social Inquiry (SOCI242)
    Level2
    Credit level30
    SemesterWhole Session
    Exam:Coursework weighting50:50
    Aims

    To introduce students to some of the major theories and perspectives on how social life can be studied and understood   To encourage reflection on the ways in which sociologists seek to approach studies of phenomena, with particular reference to the major philosophical underpinnings of social science relative to knowledge production. To give students an appreciation of the ways in which sociologists use theories as a way to support empirical inquiry. To encourage students towards a critical approach to knowledge production and to the distinctive contribution sociology makes therein.

    Learning Outcomes

    (LO1) An ability to evaluate the contribution of a range of influential thinkers and perspectives on the organisation of social action and social structure.

    (LO2) Familiarity with major traditions within the philosophy of social science, and the position of key thinkers therein.

    (LO3) A capacity to problematise taken-for-granted accounts of knowledge (relative to both ‘everyday’ and ‘scientific’ understandings).

    (LO4) An appreciation of the relationship between theory and method in the context of some of the major classic and contemporary sociological accounts

    (S1) Critical thinking and problem solving - Creative thinking

    (S2) Critical thinking and problem solving - Synthesis

    (S3) Critical thinking and problem solving - Critical analysis

Year Two Optional Modules

  • Comparing Welfare States (SOCI207)
    Level2
    Credit level15
    SemesterSecond Semester
    Exam:Coursework weighting0:100
    Aims

    A1) Provide an understanding of Esping-Andersen’s typology of welfare regimes, ‘the three worlds of welfare capitalism’.
    (A2) Introduce the concepts of ‘decommodification’, ‘destratification’ and ‘systems of exchange’ and explain their significance in understanding ‘the mixed economy of welfare’ in different countries.
    (A3) Set out a systematic approach for critically assessing claims about the similarities and differences between welfare ‘regimes’.
    (A4) Compare and contrast welfare settlements in liberal, conservative and social democratic regimes with reference to the examples of the USA, Germany and Sweden.

    Learning Outcomes

    (LO1) Demonstrate knowledge of Esping-Andersen’s typology of welfare regimes.

    (LO2) Link Esping-Andersen’s typology to the concepts of '(de)commodification' and '(de)stratification'.

    (LO3) Use that typology as a basis for comparing and contrasting welfare settlements in different countries.

    (LO4) Draw on evidence to critically assess claims about the similarities and differences between welfare regimes, including Esping-Andersen’s own claims.

    (LO5) Connect the development of welfare to the ‘political economy’ of capitalist societies.

    (LO6) Outline how ‘the mixed economy of welfare’ in different countries changes over time in response to wider social, political and economic challenges and crises.

    (S1) Comparative analysis

    (S2) Using conceptual frameworks to approach claims about the similarities and differences between the political economy of welfare states systematically

    (S3) Locating, analysing and critically assessing the relative strengths and weakenesses of different forms of evidence and the claims made on the basis of that evidence.

    (S4) Communication: presenting the results of analysis in a structured, clear and considered manner.

  • Culture, Power and Social Change (SOCI256)
    Level2
    Credit level15
    SemesterFirst Semester
    Exam:Coursework weighting0:100
    Aims

    1. To explore a range of interdisciplinary literature pertinent to social change in order to understand these phenomena as a feature of modern societies.

    2. To examine the spaces and social locations that cultural change arises within (for example; in popular media; popular music and subcultural practices)

    3. To highlight the key criminological and sociological debates in and around cultural struggles and how this relates to the process of social change.

    Learning Outcomes

    (LO1) Understand the main theoretical positions and controversies surrounding the concept of social and cultural change

    (LO2) Understand the relationship between social change, deviance, crime, power and social change in modern societies

    (LO3) Critically evaluate how  practices of social harm cultural struggle may be ‘normalized’ in contemporary societies and how these contests are identified and responded to

    (LO4) Identify spaces and social locations which are reflected and reinforced through cultural practices

    (LO5) Identify a range of social divisions that intersect with cultural  practice – age, ‘race’, gender, class and sexuality

    (LO6) Demonstrate an awareness of the role cultural struggle and change plays in socio-spatial disruptions, social identities, power relations

    (S1) Critical thinking and problem solving - Critical analysis

    (S2) Critical thinking and problem solving - Problem identification

    (S3) Critical thinking and problem solving - Creative thinking

    (S4) Working in groups and teams - Listening skills

  • Deviance, Youth and Culture (SOCI252)
    Level2
    Credit level15
    SemesterSecond Semester
    Exam:Coursework weighting0:100
    Aims

    To explore the main academic literature sources relevant to the study of deviance and deviancy.

    To examine historical and contemporary debates on deviancy in the UK and beyond.

    To examine the different functions and strategies of the media and culture to ‘policing’ youth.

    To provide a critical insight into the key cultural practices of deviance.

    To identify the form of power that constitutes deviant practices.

    Learning Outcomes

    (LO1) Use and apply the main sources of deviancy literature for sociological research and analysis of social and political life.

    (LO2) Understand the relationship between deviancy, culture and youth as a contested form of social regulation.

    (LO3) Evaluate the impact and effects of media representations, discourses, ideology and media technologies in the construction of deviance and criminality.

    (LO4) Appreciate and situate cultural practices of resistance as part of the process of social ordering.

    (LO5) Demonstrate the relationship between theory, analysis and interpretation and the skills associated with evaluation and presentation.

    (S1) Competence in using sociological and criminological theory and concepts relating to deviance in order to understand the relationship between deviancy and culture and respond critically to crime and deviance.

    (S2) Appreciate the historical complexity and diversity of the ways in which deviancy and disorder is produced, perceived, practiced and dealt with in society.

    (S3) The ability to identify the most important conceptual arguments in a text and to discuss, address and develop theoretical accounts of deviancy in group discussions.

    (S4) Be able to assess and evaluate the role of the media in the construction of deviance and public disorder.

    (S5) Written and oral communication skills, including the clear presentation of academic debates, and the student’s own arguments supported with evidence.

    (S6) Critical thinking skills, including the ability to be evaluative with academic material relating to deviancy and draw appropriate conclusions.

  • Social Exclusion (SOCI205)
    Level2
    Credit level15
    SemesterFirst Semester
    Exam:Coursework weighting0:100
    Aims

    To explore and evaluate the theory and practice of social exclusion as it relates to class, 'race', disability, sexual orientation and gender T o consider the impact of social policy on exclusion and policy options/strategies for the future To evaluate the theory and practice of social action as a response to social exclusion To explore the intersectionality of different groups' experiences

    Learning Outcomes

    (LO1) Distinguish and apply different theoretical approaches to social exclusion

    (LO2) Evaluate policy responses and social action to counter social exclusion

    (LO3) Situate the relationship between exclusion and other forms of social stratification

    (S1) Communication (oral, written and visual) - Presentation skills - written

    (S2) Critical thinking and problem solving - Critical analysis

    (S3) Communication (oral, written and visual) - Academic writing (inc. referencing skills)

  • The Black Presence - Migration and Settlement in Britain 1800-1979 (SOCI223)
    Level2
    Credit level15
    SemesterFirst Semester
    Exam:Coursework weighting0:100
    Aims

    - To introduce students to historically changing concepts, such as 'race', racial ideology, social class and community.

    - To instil in students an awareness of recent history and historical change, particularly the relationship between 'race', class and gender and how this relates to forms of discrimination and inequality.

    - To make students aware of the long tradition of migration and settlement of black communities in Britain, in particular their presence in port cities such as Liverpool

    - To examine the historical context within which black communities emerged and settled (slavery, colonialism and post war migration) and and how this relates to forms of discrimination and inequality.

    - To assess the neglected contribution that black communities have made to British society

    Learning Outcomes

    (LO1) To have acquired a greater historical awareness of black settlement in Britain and to have some understanding of the importance of historical sociology on the study of present society.

    (LO2) Have a critical understanding of the socio-economic and political context within which black settlement has occurred over the last 250 years, including anti-immigration legislation

    (LO3) To have gained some knowledge and understanding of the positive contribution black communities have made to British society, often in very adverse conditions

    (LO4) Have knowledge of the range of sources used to document black settlement and be aware of the methodological problems in trying to document the historical experiences of the 'disempowered'.

    (S1) Communication (oral, written and visual) - Presentation skills - written

    (S2) Communication (oral, written and visual) - Listening skills

    (S3) Critical thinking and problem solving - Critical analysis

    (S4) Information skills - Critical reading

    (S5) Information skills - Information accessing:[Locating relevant information] [Identifying and evaluating information sources]

  • Understanding Digital Culture & Society (SOCI213)
    Level2
    Credit level15
    SemesterSecond Semester
    Exam:Coursework weighting0:100
    Aims

    To encourage and enable students to think critically about the place of technology in society

    To introduce students to key theories of the digital age

    To introduce students to key debates regarding the implications of digitisation in social, political, economic, and cultural life

    To encourage and enable students to reflect critically on their own digital lives and practice

    Learning Outcomes

    (LO1) A critical understanding of the place of technology in society

    (LO2) An understanding of key theories of the digital age

    (LO3) An understanding of key debates regarding the implications of digitisation in social, political, economic, and cultural life

    (LO4) An ability to reflect critically on one’s own digital life and practice

    (S1) Critical thinking

    (S2) Critical reading

    (S3) Written communication

    (S4) Group discussion skills

  • Urban Sociology (SOCI236)
    Level2
    Credit level15
    SemesterFirst Semester
    Exam:Coursework weighting0:100
    Aims

    - To provide an introduction to classical and contemporary social scientific approaches to the study of urban life

    - To introduce key classical and contemporary academic studies of urbanism

    - To situate the distinctive contribution made by sociologists to our understanding of cities

    - To critically examine key empirical studies on the social and cultural aspects of city life

    Learning Outcomes

    (LO1) An awareness of the landmark social studies of modern urbanism

    (LO2) An appreciation of the spatial form taken by social inequalities in urban capitalist contexts

    (LO3) Capacity to describe and assess some of the major political interventions in city life in the modern period

    (LO4) Understanding of the relationship between theoretical and methodological studies of the urban

    (S1) Improving own learning/performance - Reflective practice

    (S2) Communication (oral, written and visual) - Presentation skills - written

    (S3) Communication (oral, written and visual) - Influencing skills – envisioning

    (S4) Critical thinking and problem solving - Critical analysis

    (S5) Global citizenship - Cultural awareness

Programme Year Three

By Year Three, students will have the choice to study specialist subjects in-depth and develop their independent learning. Those who opt for a dissertation are given freedom to pursue their interest in a topic of their own choice, whilst those opting for our Applied social research or Social policy project get a chance to combine work experience with academic rigour. We have considerable expertise in combining your research interests with the needs and aims of local agencies.

Year Three Compulsory Modules

  • Dissertation 2 (SOCI301)
    Level3
    Credit level30
    SemesterWhole Session
    Exam:Coursework weighting0:100
    Aims

    -Support students to acquire research skills through independent research and project management by pursuing a substantial research project supported by a teaching and supervision framework.

    -Support students to undertake a substantial, independent piece of supervised written work based on research into a topic of their choice. Help students develop their abilities to organise, plan and manage their own learning.

    -Facilitate students in developing research skills and provides them with the opportunity to apply their knowledge to a particular topic which of interest to them.

    -Provide an opportunity to design and carry out substantial independent analysis of data and/or other research materials, whether primary or secondary data or theoretical or methodological arguments.

    -Enable students to exercise the inter-personal and time management skills required for independent research. Provide an opportunity to frame and complete a substantial piece of writing.

    Learning Outcomes

    (LO1) Identify an appropriate social science research topic

    (LO2) Design a viable undergraduate dissertation project

    (LO3) Source and evaluate relevant materials for the research question

    (LO4) Discern, justify and operationalise appropriate methods tocomplete the project

    (LO5) Apply critical and analytical skills to literature, policy,data or evidence relevant to project

    (LO6) Develop and utilise time management and organisationalskills

    (LO7) Demonstrate the capacity to synthesise all research material and producea coherent, social science dissertation

    (S1) Referencing and citing sources

    (S2) Independence/initiative

    (S3) Interpersonal skills (supervision, group work, research interactions)

    (S4) Complete an independent project

  • Interchange Portfolio: Work-based Learning (SOCI303)
    Level3
    Credit level30
    SemesterWhole Session
    Exam:Coursework weighting0:100
    Aims

    - To engage you in an extended placement and self-directed learning in partnership with VCO, in which you will complete an agreed project with the external organisation;
    - To allow you on the basis of this placement experience to describe and analyse connections between theory, research, social policy and practice;
    - To foster experiential learning by requiring you to reflect on your placement experience and learning;  
    - To assist you to further develop your understanding of the workplace and bridge the gap between their academic studies and future employment.

    Learning Outcomes

    (LO1) Negotiating a learning agreement;

    (LO2) Developing a structured approach to research ethics and risk assessment;

    (LO3) Producing a Client Report for the host VCO;

    (LO4) Understanding the project within other academic work and literature

    (LO5) Understanding the nature of VCOs within the local and national policy context

    (LO6) Reflecting on the practical problems which arose during the course of the project, and outlining the solutions adopted for them. You will be able to demonstrate how decisions were revised in the light of these experiences, alongside alternative strategies, and show an understanding of your own role in the project and how it affected others

    (LO7) Understanding methodology by demonstrating awareness of current debates in sociological methodology and where appropriate being able to apply this to the project

    (S1) Working in groups and teams - Negotiation skills

    (S2) Research skills - All Information skills

    (S3) Research skills - Ethical awareness

    (S4) Communication (oral, written and visual) - Academic writing (inc. referencing skills)

    (S5) Personal attributes and qualities - Resilience

    (S6) Critical thinking and problem solving - Critical analysis

Year Three Optional Modules

  • Class and Everyday Life (SOCI335)
    Level3
    Credit level15
    SemesterFirst Semester
    Exam:Coursework weighting0:100
    Aims

    On completion of this module, students should: G ain an understanding of classic and contemporary theories of class; Develop knowledge of contemporary sociological debates and research on class inequalities; Develop an ability for critical analysis of key areas of research and everyday life; Develop an ability to evaluate empirical research and evidence of class within everyday social life.

    Learning Outcomes

    (LO1) Demonstrate in-depth knowledge of theories of class analysis from Marxist, and Weberian traditions and contemporary Bourdieusian perspectives;

    (LO2) Demonstrate detailed knowledge of contemporary sociological scholarship on how class is changing, disappearing or being reproduced within societies

    (LO3) Be able to offer a critical reflection of key areas of research and social life from a class based perspective

    (LO4) Be able to grasp the complexity of class intersections with various social issues and processes in everyday life

    (LO5) Be able to deploy and critique empirical research and evidence of inequalities related to class

    (S1) Organisational skills

    (S2) Communication skills

  • Community and Public Involvement in Crime and Criminal Justice (SOCI369)
    Level3
    Credit level15
    SemesterSecond Semester
    Exam:Coursework weighting0:100
    Aims

    - To examine how communities/lay publics interact with and are 'involved' in crime control and criminal justice institutions.
    - To subject the underlying rationales for community and public involvement in criminal justice to scrutiny
    - To assess and examine the practice of public participation using the most recent research evidence, including students’ own research evidence should this be possible.

    Learning Outcomes

    (LO1) Identify and discuss the key concepts and theories underpinning public involvement in crime and criminal justice policy and practice and apply them in particular policy/institutional settings.

    (LO2) Recognise the significance of social divisions and patterns of inequality for public participation and involvement.

    (LO3) Explain the nature of social relationships between individuals, groups and criminal justice institutions.

    (LO4) Summarise and assess evidence concerning the nature, extent and implications of community and public involvement in crime and criminal justice.

    (S1) Contrast different interpretations of public involvement and community participation, their merits and demerits

    (S2) Gather, synthesise and summarise research evidence

    (S3) Formulate key questions associated with public involvement in crime and criminal justice

    (S4) Organise and present ideas/arguments and draw reasoned conclusions

  • Community and the Problem of Crime (SOCI341)
    Level3
    Credit level15
    SemesterSecond Semester
    Exam:Coursework weighting0:100
    Aims

    - To introduce the student to an understanding of the relationship between crime and community as this has been developed since the late 1970s in western criminology.
    - To critically evaluate the main crime prevention policy objectives in England and Wales which have been introduced since the late 1970s

    Learning Outcomes

    (LO1) a critical understanding of the differential impact of crime on various groups within British society, from the late 1970s onwards

    (LO2) a critical understanding of definitions of community and the community context in which the success of crime prevention policies are measured

    (LO3) a critical understanding of the different crime prevention paradigms which have been applied in Britain

    (LO4) a critical evaluation of the academic contribution to key debates around crime prevention which have taken place since the late 1970s in Britain and their local and national policy context

    (S1) Communication (oral, written and visual) - Presentation skills - written

    (S2) Communication (oral, written and visual) - Academic writing (inc. referencing skills)

    (S3) Critical thinking and problem solving - Critical analysis

  • Gender and Crime (SOCI308)
    Level3
    Credit level15
    SemesterFirst Semester
    Exam:Coursework weighting0:100
    Aims

    - To raise key issues concerning the gendered nature of work on deviance
    - Exploring feminism's contribution to criminology
    - Exploring the link between masculinities and crime
    - Studying the experiences of female offenders
    - Exploring the experiences of women as victims

    Learning Outcomes

    (LO1) An understanding of the gendered nature of work on deviance

    (LO2) An understanding of feminist contributions to the study of criminology

    (LO3) Knowledge of key debates within criminology concerning the nature of offending by men and women, the treatment of women in the criminal justice system and women's victimisation and fear of crime

    (S1) Information skills - Critical reading

    (S2) Communication (oral, written and visual) - Presentation skills - written

    (S3) Critical thinking and problem solving - Critical analysis

    (S4) Communication (oral, written and visual) - Following instructions/protocols/procedures

  • Gender, the Body and Identity (SOCI315)
    Level3
    Credit level15
    SemesterFirst Semester
    Exam:Coursework weighting0:100
    Aims

    - To introduce and review developments in social, cultural and philosophical theories of gender.
    - To develop conceptual tools to understand and engage with feminist debates on gender, the body and identity.
    - To examine a number of different and contrasting theoretical approaches which place gender, the body and identity at the centre of analysis: including feminist sociology, radical feminism, corporeal feminism, post-structural feminism, black feminism, queer theory and material feminism
    - To evaluate the form and structure of feminist arguments on the meaning and experience of gender for understandings of the body and power.

    Learning Outcomes

    (LO1) Have knowledge of recent developments in social, philosophical and cultural theories of gender.

    (LO2) Have an in depth understanding of the conceptual tools which surround theories of gender, the body and identity.

    (LO3) Understand the key points of overlap and critical tensions between and within structuralist, constructivist, post-structuralist and materialist feminist theoretical frameworks.

    (LO4) Demonstrate the relationship between theory, analysis and interpretation and the skills associated with evaluation and presentation.

    (S1) Competence in using feminist theory and the concepts relating to gender in order to understand the relationship between the body and identity

    (S2) Appreciate the complexity and diversity of the ways in which gender is theorised, practiced and dealt with in society.

    (S3) The ability to identify the most important conceptual arguments in a text and to discuss, address and develop theoretical accounts in group discussions.

    (S4) Written skills, including the clear presentation of academic debates, and the student’s own arguments supported with evidence.

    (S5) Critical thinking skills, including the ability to be evaluative with academic material relating to gender and draw appropriate conclusions.

  • Health, Lifecourse & Society (SOCI307)
    Level3
    Credit level15
    SemesterFirst Semester
    Exam:Coursework weighting0:100
    Aims

    To demonstrate the relevance of sociological approaches to understanding health, illness and the lifecourse by considering a range of substantive issues and the contribution made by different theoretical perspectives to illuminating them.   To examine critically new developments in theoretical and methodological approaches to the social and cultural study of health and the lifecourse To review a variety of empirical studies on the social and cultural aspects of health, illness and the lifecourse

    Learning Outcomes

    (LO1) Demonstrate an understanding of ways in which sociological approaches can assist in explaining experiences of health, illness and the lifecourse.

    (LO2) Demonstrate an understanding of key theoretical approaches to the health, illness and the lifecourse.

    (LO3) Demonstrate an ability to evaluate sources of data, including official statistics and examples of empirical research, in terms of the contribution they make to understanding health, illness and the lifecourse in its social context.

    (S1) Communication (oral, written and visual) - Academic writing (inc. referencing skills)

    (S2) Critical thinking and problem solving - Critical analysis

    (S3) Information skills - Critical reading

    (S4) Critical thinking and problem solving - Synthesis

  • 'race', Community and Identity (SOCI346)
    Level3
    Credit level15
    SemesterSecond Semester
    Exam:Coursework weighting0:100
    Aims

    - To explore the impact of colonialism on patterns of migration to Britain in the post war period and the creation of greater ethnic diversity.  
    - To examine the changing nature of racism as an ideology by exploring and contextualising scientific and institutional forms of racisms and 'newer' manifestations through Islamophobia. 
    - To examine the conflictual relationship between the state and minority ethnic communities through an examination of specific case studies
    - To unpack constructions of ethnic and national identity in the context of post-colonial Britain

    Learning Outcomes

    (LO1) To critically distingusih and evaluate different academic and political perspectives.

    (LO2) Display an awareness of continuity and historical change in relation to 'race' and British society

    (LO3) To have some understanding of the relationship between broader socio-economic and political context and the issues of 'race' and identify

    (LO4) Recognise the way Britain's former imperial position has impacted upon recent pluralities of identity and multicultural development

    (S1) Communication (oral, written and visual) - Presentation skills - written

    (S2) Communication (oral, written and visual) - Listening skills

    (S3) Communication (oral, written and visual) - Academic writing (inc. referencing skills)

    (S4) Critical thinking and problem solving - Critical analysis

  • Social Control and the City (SOCI310)
    Level3
    Credit level15
    SemesterSecond Semester
    Exam:Coursework weighting60:40
    Aims

    - To understand the main theoretical arguments and debates around social control and surveillance practices.
    - To examine the relationship between the urban state power and the development of surveillance practices and social control
    - To critically assess the relationship between the prevention of crime, social control and how these impact upon populations defined by class, gender, 'race' and age
    - To explore social control practices as they impact on uses of space and coneptions of 'place'

    Learning Outcomes

    (LO1) Grasp the main theoretical debates around social control in the urban context

    (LO2) Understand the relationship between city development and the problem of social order

    (LO3) Appreciate the contested nature of both urban social order and the meaning of 'public space'

    (LO4) Critically assess the relationship between crime prevention practices, social control and the constitution of social order in the city

    (S1) Critical thinking and problem solving - Critical analysis

    (S2) Critical thinking and problem solving - Evaluation

    (S3) Communication (oral, written and visual) - Presentation skills - written

  • The Panopticon and the People: Digital Approaches to the History of Crime and Punishment (SOCI328)
    Level3
    Credit level15
    SemesterSecond Semester
    Exam:Coursework weighting0:100
    Aims

    • To introduce students to social studies of crime, offending, and punishment from the eighteenth to the present.
    • Encourage students to use and problematise a range of online research tools that facilitate the use of historical data to interrogate criminological theories.
    • Introduce students to a range of quantitative and qualitative methodological techniques that underpin such studies including record linkage, prosopography, discourse analysis, corpus linguistics, and digital mapping (ArcGIS).

    Learning Outcomes

    (LO1) Ability to problematise narratives of crime and criminal justice, and view offending and punishment as products of particular social, cultural, economic and political contexts

    (LO2) Be able to critically use historical evidence to answer contemporary criminological ‘What Works?’ questions and engage with criminological theory

    (LO3) Employ and interrogate online criminal history datasets, and critically consider their advantages and limitations

    (LO4) Practice a range of quantitative and qualitative digital methodologies and visualisation techniques including corpus linguistics, mapping, and record linkage.

    (LO5) Analyse and present research for online (blog) and offline platforms (essay)

    (LO6) Reflect on the ethical implications of researching and presenting historical material

    (S1) Practical online research skills and evaluation of online data

    (S2) Critical thinking and problem solving (critical analysis)

    (S3) Communication (written and visual) - Academic writing (inc. referencing skills)

    (S4) Understand and problematise narratives of crime and criminal justice, and view offending and punishment as products of particular social, cultural, economic and political contexts

    (S5) Practice a range of digital methodologies and techniques

    (S6) Organise and articulate ideas/arguments both in the blog, essay, and in informed contributions to discussions about the criminal justice system in the past and present

    (S7) Critical thinking and problem solving (creative thinking)

    (S8) Identify, summarise and comment upon different ways of approaching histories of crime, punishment, and criminal justice

  • The Risk Society: Crime, Security and Public Policy (SOCI320)
    Level3
    Credit level15
    SemesterSecond Semester
    Exam:Coursework weighting0:100
    Aims

    - To investigate the impacts of risk in contemporary society
    - To evaluate risk management strategies in the areas of crime, security and welfare
    - To scrutinise the efficacy of social policies designed to reduce risk
    - To explore conceptual and theoretical approaches to risk within the social sciences

    Learning Outcomes

    (LO1) Evaluating the impacts of crime, welfare and security risks on lived experience in the contemporary UK

    (LO2) Identifying and understanding the social and cultural processes which shape the construction of security risks.

    (LO3) Comprehending the relationship between the distribution of health risks and traditional forms of social stratification.

    (LO4) Comparing theories of risk with ethnographic research into the effects of risk on everyday experience.

    (LO5) Understanding policy approaches towards crime and security risks in terms of institutional regulation, legislation and management.

    (LO6) Articulating the links between identity, individualization and reflexivity in contemporary western cultures.

    (S1) Information skills - Evaluation

    (S2) Information skills - Critical reading

    (S3) Critical thinking and problem solving - Critical analysis

    (S4) Critical thinking and problem solving - Evaluation

  • Victimology: Theory and Method (SOCI319)
    Level3
    Credit level15
    SemesterSecond Semester
    Exam:Coursework weighting0:100
    Aims

    - To map and outline the main theoretical pillars of victimology, and its contemporary developments
    - To inform the study of victimology in relation to interdisciplinary literatures and perspectives, particularly those pertaining to sociology and criminology
    - To explore the uses of textual and visual data for the purposes of studying and researching notions of the ‘victim’, victimisation, and victimhood
    - To critically appreciate the contribution and uses of (auto)biographical and narrative data to further victimological study and research

    Learning Outcomes

    (LO1) To develop a critical appreciation of the sub-discipline of victimology, its strengths, weaknesses and contemporary developments.

    (LO2) To have a sound, critical knowledge of the nature and extent of various forms of victimisation.

    (LO3) To critically evaluate concepts of the ‘victim’, victimisation and victimhood in relation to relevant theory, policy and methods.

    (LO4) An ability to appreciate alternative sources of data as a basis for understanding the lived experience of victimisation, harm and survival.

    (S1) Critical thinking and problem solving - Critical analysis

    (S2) Critical thinking and problem solving - Evaluation

    (S3) Communication (oral, written and visual) - Presentation skills - written

  • Youth Crime, Youth Justice and Social Control (SOCI323)
    Level3
    Credit level15
    SemesterSecond Semester
    Exam:Coursework weighting0:100
    Aims

    - To provide a critical overview of the historical development of state policy responses to youth crime (particularly within England and Wales) and to explore criminological and sociological conceptualisations of ‘youth’, ‘crime’, ‘criminalisation’ and ‘justice’.
    - To analyse the competing priorities and underpinning discourses that inform youth justice policy formation.
    - To explore the application of youth justice policy through the interventions of state agencies, and to consider the principal consequences of such interventions for ‘young offenders’, the management of youth crime and the regulation and governance of young people

    Learning Outcomes

    (LO1) An understanding of the trajectory of state policy responses to children and young people in conflict with the law from the early nineteenth century to the present and a familiarity with key debates within youth criminology and the sociology of youth justice.

    (LO2) An awareness of key criminological and sociological debates and an ability to critically analyse the competing priorities, tensions and paradoxes intrinsic to ‘welfare’, ‘justice’ and ‘retributive’/‘punitive’ approaches to the delivery of youth justice.  

    (LO3) A critical grasp of the politics of youth crime, youth justice and social control.

    (LO4) An appreciation of the temporal and spatial dimensions of youth justice and the significance of comparative transnational analyses.

    (S1) Critical thinking and problem solving - Critical analysis

    (S2) Critical thinking and problem solving - Synthesis

    (S3) Information skills - Critical reading

    (S4) Information skills - Information accessing:[Locating relevant information] [Identifying and evaluating information sources]

    (S5) Skills in using technology - Information accessing

    (S6) Communication (oral, written and visual) - Academic writing (inc. referencing skills)

The programme detail and modules listed are illustrative only and subject to change.


Teaching and Learning

You will be taught through a combination of face-to-face teaching in group lectures and small class sessions, tutorials and seminars, which are supplemented by opportunities to get one-to-one guidance from academic staff during their weekly ‘open office’ hours. The rest of your study time will be spent undertaking directed independent study, making use of our excellent library and IT facilities.

You will also be supported throughout by an individual academic adviser. Learning is delivered in a variety of formats including lectures, seminars, workshops, tutorials, guided independent study, group work and reflective and experiential learning.

The primary purpose of lectures is to provide you with a broad introduction to key areas and debates on a given topic pitched at the appropriate level of study. The lectures aim to facilitate your reading and highlight issues to be explored during independent study time in preparation for seminars and assessment.

Seminars provide opportunities to explore particular issues and debates in greater detail in a way that supplements and builds upon the lectures. Seminars also allow for greater levels of student participation and such participation will be actively encouraged throughout the programme. Workshops frequently follow the format of seminars but they also may be used to develop particular skills in a teaching context. For example, workshops develop skills in data analysis and skills in interviewing.

Guided independent study may also feature in your learning experience. Group work is a feature of all seminar teaching and group work takes place both with and outside of formal scheduled classes.


Assessment

Assessment takes many forms, each appropriate to the learning outcomes of the particular module studied. Most modules are assessed by means  of a mixture of essays and examinations. Typically, a module in Year Two might involve a 4,000 word essay or a 2,500 word essay plus a one hour examination. Some modules are assessed wholly or in part by other appropriate means, such as the preparation of projects and individual or group presentations. The final degree class is based on Year Two and Three marks, weighted in favour  of Year Three marks.